dividual
attends to his own business; in the society of the child it implies
identity of physical attitudes and uniformity of collective actions,
together with a total disregard of all pleasant and courteous
relations; mutual help which is a virtue in adult society, is here
considered the gravest fault, the worst offense against discipline.

Modern methods of instruction recommend the teacher to conclude every
lesson with a moral, like the classic fables. Whether the lesson
treats of birds, butter, or triangles, it must always end by pointing
a moral. "The teacher must miss no opportunity," says the pedagogist;
"moralization is the true aim of the school."

"Mutual aid" is the burden of the pedagogistic refrain, for the
_leitmotif_ of all moralities, not excepting that of the school, is
"to love one another." To exhort children to help one another and show
mutual affection the teacher perhaps adopts a psychological method in
three periods distinguishing perception, association, and volition; or
she may adopt the method of cause in its relation to effect; this is
left to her discretion; but she must always keep her class in a state
of "discipline" and "goodness," for these are its essential
constituents.

But the factor which affords the most substantial support to the
educative organism of the school is the system of prizes and
punishments.

Pedagogists make this the main feature of their treatment. All admit
more or less the need of some external stimulus to induce
school-children to study and behave well, although some are of opinion
that it would be well to instil into the child the love of good for
its own sake, and that a sense of duty rather than the fear of
punishment should deter from evil. This opinion is generally
recognized as lofty, but impracticable. To imagine that the child
could be stimulated to work merely by a desire to do his duty is a
"pedagogic absurdity"; nor is it credible that a child could persevere
in the paths of industry and good conduct merely with a view to a
distant end, such as the fine social position he might some day win
for himself in the world by means of study. Some direct stimulus, some
immediate token of approval, is necessary. True, it has been deemed
advisable to make punishments less rigorous and the bestowal of prizes
less ostentatious, and such modifications have now become general.
Indeed, those fustigations and corporal punishments which not very
long ago were usual i